TY  - JOUR
A1  - Muwonge, Charles Magoba
A1  - Schiefele, Ulrich
A1  - Ssenyonga, Joseph
A1  - Kibedi, Henry
T1  - Self-regulated learning among teacher education students
BT  - Motivational beliefs influence on the use of metacognition
JF  - Journal of psychology in Africa
N2  - In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students’ reported use of metacognition. Students’ self-reported self-efficacy and task value explained 38% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students’ metacognitive skills to focus on enhancing their efficacy and value beliefs.
KW  - metacognition
KW  - motivational beliefs
KW  - motivated strategies for learning questionnaire
KW  - teacher education students
Y1  - 2017
U6  - https://doi.org/10.1080/14330237.2017.1399973
SN  - 1433-0237
SN  - 1815-5626
VL  - 27
IS  - 6
SP  - 515
EP  - 521
PB  - Routledge
CY  - Abingdon
ER  - 
TY  - JOUR
A1  - Muwonge, Charles Magoba
A1  - Schiefele, Ulrich
A1  - Ssenyonga, Joseph
A1  - Kibedi, Henry
T1  - Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students
JF  - South African journal of psychology
N2  - Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.
KW  - Academic performance
KW  - Motivated Strategies for Learning Questionnaire
KW  - self-regulated learning
KW  - structural equation modeling
KW  - teacher education students
Y1  - 2018
U6  - https://doi.org/10.1177/0081246318775547
SN  - 0081-2463
SN  - 2078-208X
VL  - 49
IS  - 1
SP  - 122
EP  - 135
PB  - Sage Publ.
CY  - London
ER  -